1. Color coding strips for each step.

2. Change letters and numbers to their choice of names. For example, strip A becomes their name. Strip B becomes their mom. Strip C becomes their Dad, Strip D becomes their dog. Letters and numbers are too abstract for them to remember.

3. Practice on recycled paper. Accommodations: When more assistance is needed for guided practice, ask the advanced students to tutor other kids. Once the rest of the class is engaged in independent work, the teacher can provide one on one teaching with other students. For students with ALPs or advanced students, challenge them to create their banig mats by doing a side by side L creating a warp and weft in a diagonal pattern. See extended production process. TRANSFER/INTERDISCIPLINARY INTEGRATIONS: What connections can be made to previous learning in art? How can instruction be connected to other contents? Review characteristics of organic and geometric shapes. Other content areas: Geography: Connect geography by locating the Philippines on the map. Define archipelago. Explore rainforests and compare tropical and temperate rainforests for those who have traveled to the northwest US or Hawaii. Reading: Banig Weaving. Contact Myrna York atmyork@jeffco.k12.co.us to order a copy of Banig Weaving that she has written. Math: STANDARD 1F-Use of numbers to count, to measure, to label and to indicate location in problem-solving situations. STANDARD 2A- reproduce, extend, create, and describe patterns and sequences using a variety of materials. Algebraic sentences. HERITAGE-PERSONAL/CULTURAL/HISTORICAL: Introduce the Philippine culture as similar to our culture because of television, the movies, and technology equipment such as computers, cell phones, video games. Point out that children do similar activities as we do. Daily living conveniences are also available in the cities and towns. Filipinos speak and learn English grammar in the schools along with the native language, Tagalog. Point differences as dictated by the environment and cultural traditions. Make connections by comparing our summer lifestyle with tropical living. Because of the hot humid weather, sleeping on a thick mattress is not practical. Banig mats made out of the pandan reeds are airy, lightweight, and easy to transport. By rolling the mat, one can move to any sleeping area. Banig

mats are also environmentally sound. They are biodegradable. Connect the pandan plant to grass on our lawns. As we mow our grass, the thicker they grow. The same is true with pandan plants, the more you cut them down the more reeds grow. This is a fine example of living in harmony with the environment.

CRITICAL/AESTHETIC INQUIRY: Students will formulate questions and inquire about the Philippines. Address these questions during the discussion. This is a good assessment tool to determine prior knowledge for students to make connections. Also, any prejudices and false notions will surface which can also be corrected and clarified. CREATIVE PROBLEM-SOLVING: What strategies will students use? How will they be allowed to take some risks? Independent thought and exploration will allow students to push limits. Their designs will require visualization and translating shapes from organic to geometric. By trial and error, designs can be easily adjusted or corrected without ruining the banig mat. MATERIALS/EQUIPMENT: What consumable supplies need to be ordered and organized? What equipment needs to be prepared?

Sketchbook

12" x 18" sulphite paper or any high rag papers

Or Handmade papers for texture design

Or Origami papers

Paper shredder

Graph paper

Scissors

Removable tape

VOCABULARY: rainforest, archipelago, nipa hut, pandan reed, banig, warp, weft, organic shapes, geometric shapes, pattern, rhythm, beat, selvage TEACHER "TO DO" LIST: What information has to be researched and organized? What "anchor sets" (examples for skill levels or production steps) need to be made or collected? 1. Shred sulphite paper into 18 long strips. Plan on one sheet per student.

2. Prepare teaching materials.

3. Prepare production materials. DESIGN PROCESS: Use a graph paper that can be attached to the students sketchbook. Guided practice: 1. Have students draw a circle.

2. Next, draw another circle using the lines of the graph paper as a guide. The circle now becomes an octagon.

3. Practice another curved shape. Repeat that shape using the lines of the graph paper.

4. Have students come up with their own shapes.

5. Use colored pencil to create a pattern of color inside their shapes.

6. Have students choose one shape to repeat for a pattern.

7. Use a variety of colored strips to create shape designs. Weave colored strips under over the warp and weft strips of the mat. You may also use handmade papers to create textural effects.

8. Cut the excess lengths that extend beyond the shape. Tuck under a warp or weft to disguise ends.

PRODUCTION PROCESS:

Day 1: Introduce the Philippines using a map. Have students ask or write questions in their sketchbook. Based on the map, what would be the climate of the Philippines? Introduce the rainforest. Compare with other rainforests. Students write notes in their sketchbooks. Read or show pictures of Banig Weaving. Day 2: Show samples of the banig mats. Demonstrate the weaving process. And the kids will go, Huh? Have students get their strips ready. Start with 8 strips per student. Follow the steps with the class. Nice and slow. Assess for understanding with each step.

Step 1: Form an L with one strip by folding the strip in the center.Step 2: Label the warp, the tip of the vertical strip with A and the weft, the tip of the horizontal strip with 1. Step 3: Flip 1 the weft, the horizontal half to the left from the left fold, in line with the A strips vertical right edge. Step 4: Add another strip adjacent to A the vertical strip. Align at centers. Label the tip with B. Now you have 2 warp strips. Step 5: Flip 1 back to its original position making an L again. Use removable tape to hold strips in place.

Step 6: Flip B the warp, the vertical strip down from the fold, in line with the 1 strips horizontal edge. Step 7: Add another strip adjacent to 1, the horizontal strip. Label the tip with 2. Now you have 2 weft strips. Step 8: Ask students to predict the next step to assess for understanding. Step 9: Flip B the vertical strip back up. Beat warp and weft strips to cover holes.

Step 10: Flip 2 add C then flip back to its original position. Step 11: Flip A and C, add 3, flip back. Step 12: Flip 1 and 3, add "D", flip back.

Step 13: Flip B and D, add 4, flip back. Step 14: Flip 2 and 4, add "E", flip back. Step 15: Flip A, C, E + 5, flip back. Step 16: Flip 1,3,5 + F, flip back. Step 17: Flip B, D, F + 6, flip back and so on. By now, students will have figured out the pattern and the rhythm and will be able to work independently. As you go through the steps, have students predict the next step to check for understanding. Finish selvage by weaving strips back into the mat.

Extended Process: Designed for the advanced students or higher grade level. Form two Ls and line them next to each other with the warp and wefts adjacent to each other. Label the warp strips, "A and B". Label the weft strips, 1 and 2. Proceed to weave as above. The weaving will be on a diagonal pattern. The selvage runs diagonally.

REFLECTION: Comments for future use of unit/lesson plan. What would I change? RESOURCES: Banig Weaving by Myrna York. Contact Myrna York atmyork@jeffco.k12.co.us to order a copy.